Leann Henry
Second Grade
Agriculture - Farming Engage
Grade/Level:
2
Subject(s):
Agriculture, Science
Date to be Taught:
March 22, 2010
SECTION ONE: Identifying all standards and objectives
Objectives:
Students will know more about farms and the work farmers must do to raise the crops needed to feed us.
Students will be able to place items in order, to demonstrate the process that food must go through to arrive on their tables and in their stomachs.
Students will understand the process food goes through as it transitions from the farm to their plate.
Standards:
PA- Pennsylvania Academic Standards
• Subject:Environment and Ecology
• Area 4.4.:Agriculture and Society
• Grade 4.4.4: Grade 4
Standard A.:Know the importance of agriculture to humans.
•Identify people’s basic needs
•Explain the influence of agriculture on food, clothing, shelter and culture from one area to another.
•Know how people depend on agriculture.
Standard C.:Know that food and fiber originate from plants and animals.
•Define and identify food and fiber.
•Identify what plants and animals need to grow.
•Identify agricultural products that are local and regional.
•Identify an agricultural product based on its origin.
•Describe several products and tell their origins.
•Describe the journey of a local agricultural product from production to the consumer.
SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson
Pre-assessment::
Students will be asked to explain what they already know about farms, what they think grows on farms, and what they think lives on farms before we read the book.
Formative Assessment:
After we have read the book, we will discuss the book to see if the students have a better understanding of what happens on a farm. We will also be doing an activity where students will place items in order to show the process food goes through to arrive from the farm to their table. These assessments will provide me with opportunities to assess the students' knowledge and to see if they understand the objectives.
Summative assessment:
After we have completed the lesson, before the students are able to move on to their math lesson, they will each have to tell me one thing they have learned about farming. This will allow me to see what the students have learned.
SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out
Time Frame:
30-45 minutes
Lesson Details:
Students will gather in the back of the room on the carpet where the calendar occurs.
I will introduce the students to a story about farming entitled "My Farm". (HOOK)
I will ask the students what they already know about farms, and what they think the book will be about.
I will then read the book to the students.
We will discuss the book, asking questions such as:
What was life like for the family in the story? What were the responsibilities of the main character living on a farm? What types of plants and food do the students think grow on farms? What animals did the family have on the farm?
After we have discussed the book and students have an idea of what happens on a farm, they will return to there seats where I will introduce the next activity.
I will then write on the white board:
seeds, growth/farm, store, processing factory, house/plate
Students will use their white boards to show me which part of the process comes first, second, third, etc.
We will discuss how food grows on a farm and then is transported to a processing factory. After the food has been processed at the factory, it goes to the store where the students and their families can buy it.
I will tell the students that they can also buy food directly from the farm and skip the processing and store processes.
Students will each receive a pre-made science notebook.
Each student will be asked to decorate the cover of their science notebook with something they believe is found on a farm.
While the students are decorating their notebooks, I will introduce a song for the students to sing.
Out in my garden
early in the morning
see the little vegetables all in a row
see the rows of carrots
and the rows of peas.
water, grow, grow, grow
As an exit activity we will sing the song together. (CLOSURE)
Transition:
Students will hand in their science notebooks before they begin math. As they turn in their notebooks, they will tell me one thing they learned about farming.
Materials:
Materials and resources:
Book - "My Farm" by Alison Lester, classroom white board, white board markers, students' white boards, note cards for differentiated instruction, markers, pre-made science notebooks (manila folders with paper).
Differentiated Instruction:
For the students who are unable to participate in the whole group activity by using their white boards, note cards will be created with the same words (i.e. seeds, growth/farm, store, processing factory, house/plate). These students can glue their note cards on to a plain piece of paper or just put them in order on their desk.
Leann Henry
Second Grade
Agriculture - Farming Explore
Grade/Level:
2
Subject(s):
Agriculture, Science
Date to be Taught:
March 23, 2010
SECTION ONE: Identifying all standards and objectives
Objectives:
Students will know more about plants that grow on farms, how important they are to our everyday lives, and how they provide us with the resources we need.
Students will be able to plant and care for their own lima beans. They will track their growth and care for them as if they were farmers raising crops.
Students will understand how difficult it is to care for something and help to make it grow.
Standards:
PA- Pennsylvania Academic Standards
• Subject:Environment and Ecology
• Area 4.4.:Agriculture and Society
• Grade 4.4.4: Grade 4
Standard B.:Identify the role of the sciences in Pennsylvania agriculture.
• Identify common animals found on Pennsylvania farms.
• Identify common plants found on Pennsylvania farms.
• Identify the parts of important agricultural related plants (i.e., corn, soybeans, barley).
• Identify a fiber product from Pennsylvania farms.
Standard C.:Know that food and fiber originate from plants and animals.
•Define and identify food and fiber.
•Identify what plants and animals need to grow.
•Identify agricultural products that are local and regional.
•Identify an agricultural product based on its origin.
•Describe several products and tell their origins.
•Describe the journey of a local agricultural product from production to the consumer.
SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson
Pre-assessment::
Students will be asked to recall what they remember from yesterday's lesson. What do they know about farms and the food farms provide us?
Formative Assessment:
In order to make sure students understand the activity I will be walking around to see if anyone is struggling.
Summative assessment:
Students will be asked, "What do you think the plants will look like tomorrow?" They will write their answer down in their science notebooks.
SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out
Time Frame:
30-45 minutes.
Lesson Details:
1. We will review what the students learned yesterday about farms to see what they recall.
2. We will talk about how farms grow produce and provide us with all of the food we need to eat.
3. Students will be asked to provide examples of food they believe is grown on a farm.
4. I will explain the day’s activity to the students.
5. Students will receive a plastic bag, paper towel and two lima bean seeds. (HOOK)
6. Students will plant their lima beans in the plastic bags with the paper towel. The bags will be stapled allowing the lima beans to rest above the staples. By stapling the bags, the students will be able to witness the lima beans roots grow below the staple and the stem will sprout above the staple.
7. We will plant our lima beans as a group. – I will walk around to assist students, answer any questions, and staple their bags.
8. When the students are done planting their lima beans, we well collect them and hang them from the clothesline on the east side of the classroom.
9. I will then ask the students to write in their science notebook what they think their seeds will look like tomorrow. (CLOSURE)
10. Students will then put their science notebooks in their desks.
Transition:
Students will transition from their science activity to their math lesson by thinking about what their plant will look like tomorrow, and writing it in their science notebook. After they are done with that, students will prepare for math by putting away their science notebooks and taking out their math journals.
Materials:
Materials and resources:
Lima beans, plastic bags, wet paper towels, stapler, and clothesline with clothespins.
Differentiated Instruction:
For the students who are not capable of planting the seeds due to attention, behavioral, cognitive, or any other reasons, there will be pre-made plants.
Leann Henry
Second Grade
Agriculture - Farming Explain and Elaborate
Grade/Level:
2
Subject(s):
Agriculture, Science
Date to be Taught:
March 26, 2010
SECTION ONE: Identifying all standards and objectives
Objectives:
Students will know more about agriculture, how plants grow, and where food comes from.
Students will be able to explain how plants grow and the work one must put in to make a plant grow.
Students will understand that all food comes from a farm and that we need farms to provide us with food to sustain us.
Standards:
PA- Pennsylvania Academic Standards
• Subject:Environment and Ecology
• Area 4.4.:Agriculture and Society
• Grade 4.4.4: Grade 4
Standard A.:Know the importance of agriculture to humans.
•Identify people’s basic needs
•Explain the influence of agriculture on food, clothing, shelter and culture from one area to another.
•Know how people depend on agriculture.
Standard C.:Know that food and fiber originate from plants and animals.
•Define and identify food and fiber.
•Identify what plants and animals need to grow.
•Identify agricultural products that are local and regional.
•Identify an agricultural product based on its origin.
•Describe several products and tell their origins.
•Describe the journey of a local agricultural product from production to the consumer.
SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson
Pre-assessment::
Students will explain how their plant grew.
Formative Assessment:
After reading the book, the class will discuss how important farming is and each student will be asked why they believe farming is important.
Summative assessment:
Students will turn in their science notebooks for evaluation.
SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out
Time Frame:
30-45 minutes.
Lesson Details:
Students will come back to the calendar area, and sit on the carpet.
I will take down each students plants for the first time since Tuesday. (HOOK)
Students will check for final growth of their plants.
Each student will have the opportunity to show their plant and explain its progress.
Students will then put their plants back on the clothesline - so they do not play with it.
We will discuss why their plants have or have not grown.
I will then introduce the book "A Farmer is a Friend."
We will discuss the book to see what the students have taken away from the story. We will talk about the main idea of the story; that all food comes from a farm.
Students will each provide examples of food that grows on farms.
I will have examples of food that I brought from a farm (i.e. corn, zucchini, apples, etc.)
If time allows, students will each get a sample of the fresh, farm-grown food.
We will talk about the difference between farm-fresh food and store bought food. We will also talk about farmers markets and where you can buy farm-fresh food.
Students will turn in their science notebooks. As they are turning in their notebooks, I will ask them to tell me something interesting they learned during this unit. (CLOSURE)
Transition:
Before students can move on to their math lesson, they will have to submit their science notebooks for final evaluation. As they are turning them in, they will tell me something they found interesting about farming.
Materials:
Materials and resources:
Science notebooks, lima beans in their plastic bags, "A Farmer is a Friend" by Joan Wade Cole, Karen K. Welch, farm-fresh food (apples, corn, etc.).
Differentiated Instruction:
For the students who do not want to share their ideas in the large group activity, I will ask them to whisper their answers to me when they submit their science notebooks.
Jessica Card: Sec. 1
2nd grade - Agriculture Unit "Where does your food come from?!"
Engage Lesson
Lesson #:
1 Grade/Level: 2 Subject(s): Science Date to be Taught:
Monday March 22, 2010 SECTION ONE: Identifying all standards and objectives
Objectives:
SWBAT understand the agriculture production process from "seed to belly" and where our food comes from.
SWBAT identify the items that come from a farm and how it it influences the survival of humans. Standards: PA- Pennsylvania Academic Standards • Subject : Environment and Ecology • Area 4.4.: Agriculture and Society • Grade 4.4.4: Grade 4 Standard A.: Know the importance of agriculture to humans.•Identify people’s basic needs•Explain the influence of agriculture on food, clothing, shelter and culture from one area to another.•Know how people depend on agriculture. Standard B.: Identify the role of the sciences in Pennsylvania agriculture.• Identify common animals found on Pennsylvania farms.• Identify common plants found on Pennsylvania farms.• Identify the parts of important agricultural related plants (i.e., corn, soybeans, barley).• Identify a fiber product from Pennsylvania farms. Standard C.: Know that food and fiber originate from plants and animals.•Define and identify food and fiber.•Identify what plants and animals need to grow.•Identify agricultural products that are local and regional.•Identify an agricultural product based on its origin.•Describe several products and tell their origins.•Describe the journey of a local agricultural product from production to the consumer. Standard D.: Identify technology and energy associated with agriculture.•Identify the various tools and machinery necessary for farming.•Identify the types of energy used in producing food and fiber.•Identify tools and machinery used in the production of agricultural products. SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson
Pre-assessment::
Ask the students what they already know about farming and its importance to the human race.
What is the importance of farming? Do you think people still farm today? Where do you think your food comes from?
Their answers will be used as pre-assessment for the lesson. Formative Assessment:
I will ask them follow up questions about their knowledge of farming and what they learned about farming from the book.
Do you think based on what happens in the book that farming is essential to human survival? What do you think the process is for where our food comes from? How does it get to our bellies? Do all things from agriculture?
As the students are in groups for the activity, I will be walking around and assessing their understanding of farming and its importance to survival and how well they understand the food production process. Summative assessment:
The students will engage the students by having them participate in a group activity at their tables where they will be asked to identify which items on a series of cards (words and pictures) go under the category "FARM" or "NO FARM". This will demonstrate their understanding of the agriculture process and where our food comes from.
I will end will collectively having the class brainstorm a scientific claim about seed growth and how we get our food. SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out
Time Frame:
30 minutes Lesson Details:
1. HOOK - I will introduce the lesson by asking the students to sit in a circle on the floor and ask a few pre-assessment question about farming and the agriculture food production process. "Where does our food come from?" "How many of you know the importance of farming?" "Do you think we still using farming today?"
2. I will read aloud the story, "MY FARM" by Alison Lester and ask discussion questions throughout the story, pointing out different parts where we recognize food comes from farming and its important to the survival of humans.
3. I will wrap up the story with comprehension discussion questions about agriculture. "Now based on the story, do you feel that farming is important to the human race?" "How does this story connect to what we have been talking about with farming?" "Do you think that someone can explain how a seed turns into the food we eat?"
4. I will engage the students in a group activity by dividing the class up into 4 groups of 5 students and each group will get a stack of cards that have words and pictures of food items. The students will be given 10 minutes to discuss with each other and categorize the cards into groups of "FARM" and "NO FARM".
5. I will have two columns on the white board with "FARM" and "NO FARM". Each group will get an opportunity to write an item on the board from their group list that falls under one of the columns.
6. CLOSURE - I will ask the students to brainstorm as a class a scientific claim that we can make about seed growth and how it turns into the food we eat. Transition:
I will collect the students stacks of cards and ask them to quietly return to their seat to begin our spelling lesson. Materials:
Materials and resources: 1. Book - MY FARM by Alison Lester 2. 4 groups of word/picture cards for FARM or NO FARM activity
Differentiated Instruction:
There are a few select students in this class that have attention issues. I will make sure they are sitting close to the front of the reading circle and actively participating in the instruction. I will remind them to raise their hand before calling out as well as sitting still during the read aloud/discussion. I will walk around and assist these student during the group activity and make sure that they are not placed in the same group to ensure they are not distracted by one another for the activity.
Jessica Card: Sec. 1
2nd grade - Agriculture Unit "Where does my food come from?"
Explore Lesson
Lesson #:
2 Grade/Level: 2 Subject(s): Science Date to be Taught:
Tuesday, March 23, 2010 SECTION ONE: Identifying all standards and objectives
Objectives:
SWBAT make a claim about the process of planting and growing seeds for the purpose of food production.
SWBAT create an experiment by planting a lima bean seed looking for growth. Standards: PA- Pennsylvania Academic Standards • Subject : Environment and Ecology • Area 4.4.: Agriculture and Society • Grade 4.4.4: Grade 4 Standard A.: Know the importance of agriculture to humans.•Identify people’s basic needs•Explain the influence of agriculture on food, clothing, shelter and culture from one area to another.•Know how people depend on agriculture. Standard B.: Identify the role of the sciences in Pennsylvania agriculture.• Identify common animals found on Pennsylvania farms.• Identify common plants found on Pennsylvania farms.• Identify the parts of important agricultural related plants (i.e., corn, soybeans, barley).• Identify a fiber product from Pennsylvania farms. Standard C.: Know that food and fiber originate from plants and animals.•Define and identify food and fiber.•Identify what plants and animals need to grow.•Identify agricultural products that are local and regional.•Identify an agricultural product based on its origin.•Describe several products and tell their origins.•Describe the journey of a local agricultural product from production to the consumer. Standard D.: Identify technology and energy associated with agriculture.•Identify the various tools and machinery necessary for farming.•Identify the types of energy used in producing food and fiber.•Identify tools and machinery used in the production of agricultural products. SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson
Pre-assessment::
Ask students review questions from the previous science lesson about importance of agriculture in society and food production. "Does anyone remember what we discussed yesterday about the importance of farming?" "Who can tell me what the process is starting from the seed and ending up in your tummy?"
I will ask the students if they recall the brainstorm closing activity for the claims made about seed growth. Formative Assessment:
I will look at the bags with lima beans to ensure the students planted the seeds correctly for the experiment.
I will also collect the students science notebooks to check for proper/reasonable scientific claims about seed growth and expectations for daily lima bean growth. Summative assessment:
I will use the students answer to questions throughout the seed planting process to demonstrate their understanding of the importance of farming and the food production process.
I will walk around while the students are planting their lima beans in a bag to see if they understand the directions for the exploration experiment. SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out
Time Frame:
45 minutes Lesson Details:
1. HOOK - I will ask students if they recall the information discussed in the previous science lesson about the importance of agriculture today and the farming/food production process.
2. I will introduce the science notebook that I created for the students to write down their information about planting the lima beans and recording growth throughout the week.
3. Students will be given an opportunity after reviewing the brainstorming of claims to devise their own personal claim about seed growth and what they expect to see happen to their lima bean by the end of the week.
4. I will introduce the planting of the lima beans and show my example seed/bag set-up. I will walk them through step-by-step on how to plant their lima bean individually at their seats. The students will be each given a zip lock bag, a thick paper towel, and two pre-soaked lima bean seeds.
5. I will ask the students to put their wet paper towel in the zip lock bag then Mrs. Parks and I will walk around to make their staple shelves for the students to place their lima bean seeds. The students will then be asked to place their lima bean seeds on the staples inside the bag and seal their bag shut.
6. I will walk around and ask the students to take a look at their planted lima bean seeds and make predictions about what their seeds look like today for the beginning of the experiment and what they expect to see tomorrow.
7. CLOSURE - I will ask a handful of students to share their predictions for if there will be seed growth in the morning. Transition:
I will collect each child's labeled lima bean bag and hang them on the clothes line along the window. I will ask each child to leave their science notebook on their desk for collection as they get their stuff ready for lunch. Materials:
Materials and resources: 21 science notebooks 50 lima bean seeds (pre-soaked) 1 roll of paper towels 21 plastic zip-lock bags Stapler Sharpie
Differentiated Instruction:
I will assist the few students in the classroom that have attention disorders during the seed planting process as well as make sure they are focused on devising a claim and making predictions about their seed growth. I will allow them an opportunity to feel included in the activity but with structured guidance to ensure they are learning the objectives of the lesson.
Jessica Card: Sec. 1
2nd grade - Agriculture Unit "Where does my food come from?"
Explain and Elaborate Lesson
Lesson #:
3 Grade/Level: 2 Subject(s): Science Date to be Taught:
Friday, March 26, 2010 SECTION ONE: Identifying all standards and objectives
Objectives:
SWBAT examine their lima bean plants for seed growth and modify claims beside on evidence of growth.
SWBAT understand the connection between lima bean seed growth and overall food production process with emphasis on the importance of agriculture in today's society. Standards: PA- Pennsylvania Academic Standards • Subject : Environment and Ecology • Area 4.4.: Agriculture and Society • Grade 4.4.4: Grade 4 Standard A.: Know the importance of agriculture to humans.•Identify people’s basic needs•Explain the influence of agriculture on food, clothing, shelter and culture from one area to another.•Know how people depend on agriculture. Standard B.: Identify the role of the sciences in Pennsylvania agriculture.• Identify common animals found on Pennsylvania farms.• Identify common plants found on Pennsylvania farms.• Identify the parts of important agricultural related plants (i.e., corn, soybeans, barley).• Identify a fiber product from Pennsylvania farms. Standard C.: Know that food and fiber originate from plants and animals.•Define and identify food and fiber.•Identify what plants and animals need to grow.•Identify agricultural products that are local and regional.•Identify an agricultural product based on its origin.•Describe several products and tell their origins.•Describe the journey of a local agricultural product from production to the consumer. Standard D.: Identify technology and energy associated with agriculture.•Identify the various tools and machinery necessary for farming.•Identify the types of energy used in producing food and fiber.•Identify tools and machinery used in the production of agricultural products. SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson
Pre-assessment::
I will look at each child's science notebook prior to this lesson to gather if the students are understanding the seed growth process and taking appropriate records between Tuesday - Friday of their lima bean plants. Formative Assessment:
I will listen to the students' responses and supports of their evidence from their lima bean plants to explain and elaborate on their claim of seed growth or no seed growth from the beginning of the week to the end.
I will walk around while each group is discussing their results and evidence to ensure they are on-task and devising appropriate responses to their predictions. Summative assessment:
I will collect their science notebooks with all of their evidences, predictions and claims to show they understand seed growth and the food production process of how the seed turns into something we can eat.
I will take responses from the closing discussion about agriculture and where your food comes from as a firm understanding of the entire food production process and its importance in today's society. SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out
Time Frame:
30-40 minutes Lesson Details:
1. HOOK - I will ask students if they are ready to see how their lima bean plants turned out for the final day of growth and tell them they may even get to try some fruits and vegetables at the end!
2. Students will get their lima bean plants from the window and get separated into their groups that were in for the engage activity.
3. Each child will record their evidence of growth for the final time and discuss in their groups if the growth/evidence supports or contradicts their predictions/claims about overall seed growth from the beginning of the week.
4. Each group will select one representative to stand up and show the class their lima bean seeds, with either growth or no growth, and explain how it supports or contradicts their original claim. I will ask them to make a final statement about whether they feel this will turn into something they could eat as a way to elaborate on the topic of the unit.
5. Once each group has shared their support and claims, I will read aloud the book, A Farmer is a Friend, which connects planting the lima bean seeds to the overall concept of agriculture and its importance to where our food comes from.
6. I will follow up at the end of the read aloud with discussion questions. "Does this book explain how important agriculture is?" "Do we feel that as a class we understand the process from seed to tummy?" "Could we survive without agriculture?"
7. CLOSURE - I will ask the children to either give me a thumbs up or thumbs down in response to these closing thoughts. "Do we need agriculture?" "Do all things come that we eat come from a type of farm?" "Did we see how our lima bean seeds will some day turn into a food we can eat?" "DO YOU WANT TO TRY SOME FRUITS AND VEGETABLES THAT CAME FROM A FARM!?!" Transition:
I will pass out plates and food to students as they clean up their desks, turning in their science note books and putting their lima bean plants in their bookbags to take home. Materials:
Materials and resources: Science notebooks Lima Bean Plant Bags Book - A Farmer is a Friend by Joan Wade Cole Cut up fruit and vegetable tray Paper plates Napkins
Differentiated Instruction:
I will make sure to allow the students with attention disorders to get an opportunity to participate in the discussion to keep them on task and following along with the objectives of the lesson. These students sit near the front of the class so proximity control helps to keep them quiet and in their seats. I will use warnings for disruptions.
Second Grade
Agriculture - Farming
Engage
Students will be able to place items in order, to demonstrate the process that food must go through to arrive on their tables and in their stomachs.
Students will understand the process food goes through as it transitions from the farm to their plate.
•Identify people’s basic needs
•Explain the influence of agriculture on food, clothing, shelter and culture from one area to another.
•Know how people depend on agriculture.
•Define and identify food and fiber.
•Identify what plants and animals need to grow.
•Identify agricultural products that are local and regional.
•Identify an agricultural product based on its origin.
•Describe several products and tell their origins.
•Describe the journey of a local agricultural product from production to the consumer.
What was life like for the family in the story? What were the responsibilities of the main character living on a farm? What types of plants and food do the students think grow on farms? What animals did the family have on the farm?
seeds, growth/farm, store, processing factory, house/plate
Out in my garden
early in the morning
see the little vegetables all in a row
see the rows of carrots
and the rows of peas.
water, grow, grow, grow
Book - "My Farm" by Alison Lester, classroom white board, white board markers, students' white boards, note cards for differentiated instruction, markers, pre-made science notebooks (manila folders with paper).
Leann Henry
Second Grade
Agriculture - Farming
Explore
Students will be able to plant and care for their own lima beans. They will track their growth and care for them as if they were farmers raising crops.
Students will understand how difficult it is to care for something and help to make it grow.
• Identify common animals found on Pennsylvania farms.
• Identify common plants found on Pennsylvania farms.
• Identify the parts of important agricultural related plants (i.e., corn, soybeans, barley).
• Identify a fiber product from Pennsylvania farms.
•Define and identify food and fiber.
•Identify what plants and animals need to grow.
•Identify agricultural products that are local and regional.
•Identify an agricultural product based on its origin.
•Describe several products and tell their origins.
•Describe the journey of a local agricultural product from production to the consumer.
2. We will talk about how farms grow produce and provide us with all of the food we need to eat.
3. Students will be asked to provide examples of food they believe is grown on a farm.
4. I will explain the day’s activity to the students.
5. Students will receive a plastic bag, paper towel and two lima bean seeds. (HOOK)
6. Students will plant their lima beans in the plastic bags with the paper towel. The bags will be stapled allowing the lima beans to rest above the staples. By stapling the bags, the students will be able to witness the lima beans roots grow below the staple and the stem will sprout above the staple.
7. We will plant our lima beans as a group. – I will walk around to assist students, answer any questions, and staple their bags.
8. When the students are done planting their lima beans, we well collect them and hang them from the clothesline on the east side of the classroom.
9. I will then ask the students to write in their science notebook what they think their seeds will look like tomorrow. (CLOSURE)
10. Students will then put their science notebooks in their desks.
Lima beans, plastic bags, wet paper towels, stapler, and clothesline with clothespins.
Leann Henry
Second Grade
Agriculture - Farming
Explain and Elaborate
Students will be able to explain how plants grow and the work one must put in to make a plant grow.
Students will understand that all food comes from a farm and that we need farms to provide us with food to sustain us.
•Identify people’s basic needs
•Explain the influence of agriculture on food, clothing, shelter and culture from one area to another.
•Know how people depend on agriculture.
•Define and identify food and fiber.
•Identify what plants and animals need to grow.
•Identify agricultural products that are local and regional.
•Identify an agricultural product based on its origin.
•Describe several products and tell their origins.
•Describe the journey of a local agricultural product from production to the consumer.
Science notebooks, lima beans in their plastic bags, "A Farmer is a Friend" by Joan Wade Cole, Karen K. Welch, farm-fresh food (apples, corn, etc.).
Jessica Card: Sec. 1
2nd grade - Agriculture Unit "Where does your food come from?!"
Engage Lesson
Lesson #:
1 Grade/Level: 2 Subject(s): Science Date to be Taught:
Monday March 22, 2010 SECTION ONE: Identifying all standards and objectives
Objectives:
SWBAT understand the agriculture production process from "seed to belly" and where our food comes from.
SWBAT identify the items that come from a farm and how it it influences the survival of humans. Standards: PA- Pennsylvania Academic Standards • Subject : Environment and Ecology • Area 4.4.: Agriculture and Society • Grade 4.4.4: Grade 4 Standard A.: Know the importance of agriculture to humans.•Identify people’s basic needs•Explain the influence of agriculture on food, clothing, shelter and culture from one area to another.•Know how people depend on agriculture. Standard B.: Identify the role of the sciences in Pennsylvania agriculture.• Identify common animals found on Pennsylvania farms.• Identify common plants found on Pennsylvania farms.• Identify the parts of important agricultural related plants (i.e., corn, soybeans, barley).• Identify a fiber product from Pennsylvania farms. Standard C.: Know that food and fiber originate from plants and animals.•Define and identify food and fiber.•Identify what plants and animals need to grow.•Identify agricultural products that are local and regional.•Identify an agricultural product based on its origin.•Describe several products and tell their origins.•Describe the journey of a local agricultural product from production to the consumer. Standard D.: Identify technology and energy associated with agriculture.•Identify the various tools and machinery necessary for farming.•Identify the types of energy used in producing food and fiber.•Identify tools and machinery used in the production of agricultural products. SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson
Pre-assessment::
Ask the students what they already know about farming and its importance to the human race.
What is the importance of farming? Do you think people still farm today? Where do you think your food comes from?
Their answers will be used as pre-assessment for the lesson. Formative Assessment:
I will ask them follow up questions about their knowledge of farming and what they learned about farming from the book.
Do you think based on what happens in the book that farming is essential to human survival? What do you think the process is for where our food comes from? How does it get to our bellies? Do all things from agriculture?
As the students are in groups for the activity, I will be walking around and assessing their understanding of farming and its importance to survival and how well they understand the food production process. Summative assessment:
The students will engage the students by having them participate in a group activity at their tables where they will be asked to identify which items on a series of cards (words and pictures) go under the category "FARM" or "NO FARM". This will demonstrate their understanding of the agriculture process and where our food comes from.
I will end will collectively having the class brainstorm a scientific claim about seed growth and how we get our food. SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out
Time Frame:
30 minutes Lesson Details:
1. HOOK - I will introduce the lesson by asking the students to sit in a circle on the floor and ask a few pre-assessment question about farming and the agriculture food production process. "Where does our food come from?" "How many of you know the importance of farming?" "Do you think we still using farming today?"
2. I will read aloud the story, "MY FARM" by Alison Lester and ask discussion questions throughout the story, pointing out different parts where we recognize food comes from farming and its important to the survival of humans.
3. I will wrap up the story with comprehension discussion questions about agriculture. "Now based on the story, do you feel that farming is important to the human race?" "How does this story connect to what we have been talking about with farming?" "Do you think that someone can explain how a seed turns into the food we eat?"
4. I will engage the students in a group activity by dividing the class up into 4 groups of 5 students and each group will get a stack of cards that have words and pictures of food items. The students will be given 10 minutes to discuss with each other and categorize the cards into groups of "FARM" and "NO FARM".
5. I will have two columns on the white board with "FARM" and "NO FARM". Each group will get an opportunity to write an item on the board from their group list that falls under one of the columns.
6. CLOSURE - I will ask the students to brainstorm as a class a scientific claim that we can make about seed growth and how it turns into the food we eat. Transition:
I will collect the students stacks of cards and ask them to quietly return to their seat to begin our spelling lesson. Materials:
- Materials and resources: 1. Book - MY FARM by Alison Lester 2. 4 groups of word/picture cards for FARM or NO FARM activity
Differentiated Instruction:There are a few select students in this class that have attention issues. I will make sure they are sitting close to the front of the reading circle and actively participating in the instruction. I will remind them to raise their hand before calling out as well as sitting still during the read aloud/discussion. I will walk around and assist these student during the group activity and make sure that they are not placed in the same group to ensure they are not distracted by one another for the activity.
Jessica Card: Sec. 1
2nd grade - Agriculture Unit "Where does my food come from?"
Explore Lesson
Lesson #:
2 Grade/Level: 2 Subject(s): Science Date to be Taught:
Tuesday, March 23, 2010 SECTION ONE: Identifying all standards and objectives
Objectives:
SWBAT make a claim about the process of planting and growing seeds for the purpose of food production.
SWBAT create an experiment by planting a lima bean seed looking for growth. Standards: PA- Pennsylvania Academic Standards • Subject : Environment and Ecology • Area 4.4.: Agriculture and Society • Grade 4.4.4: Grade 4 Standard A.: Know the importance of agriculture to humans.•Identify people’s basic needs•Explain the influence of agriculture on food, clothing, shelter and culture from one area to another.•Know how people depend on agriculture. Standard B.: Identify the role of the sciences in Pennsylvania agriculture.• Identify common animals found on Pennsylvania farms.• Identify common plants found on Pennsylvania farms.• Identify the parts of important agricultural related plants (i.e., corn, soybeans, barley).• Identify a fiber product from Pennsylvania farms. Standard C.: Know that food and fiber originate from plants and animals.•Define and identify food and fiber.•Identify what plants and animals need to grow.•Identify agricultural products that are local and regional.•Identify an agricultural product based on its origin.•Describe several products and tell their origins.•Describe the journey of a local agricultural product from production to the consumer. Standard D.: Identify technology and energy associated with agriculture.•Identify the various tools and machinery necessary for farming.•Identify the types of energy used in producing food and fiber.•Identify tools and machinery used in the production of agricultural products. SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson
Pre-assessment::
Ask students review questions from the previous science lesson about importance of agriculture in society and food production. "Does anyone remember what we discussed yesterday about the importance of farming?" "Who can tell me what the process is starting from the seed and ending up in your tummy?"
I will ask the students if they recall the brainstorm closing activity for the claims made about seed growth. Formative Assessment:
I will look at the bags with lima beans to ensure the students planted the seeds correctly for the experiment.
I will also collect the students science notebooks to check for proper/reasonable scientific claims about seed growth and expectations for daily lima bean growth. Summative assessment:
I will use the students answer to questions throughout the seed planting process to demonstrate their understanding of the importance of farming and the food production process.
I will walk around while the students are planting their lima beans in a bag to see if they understand the directions for the exploration experiment. SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out
Time Frame:
45 minutes Lesson Details:
1. HOOK - I will ask students if they recall the information discussed in the previous science lesson about the importance of agriculture today and the farming/food production process.
2. I will introduce the science notebook that I created for the students to write down their information about planting the lima beans and recording growth throughout the week.
3. Students will be given an opportunity after reviewing the brainstorming of claims to devise their own personal claim about seed growth and what they expect to see happen to their lima bean by the end of the week.
4. I will introduce the planting of the lima beans and show my example seed/bag set-up. I will walk them through step-by-step on how to plant their lima bean individually at their seats. The students will be each given a zip lock bag, a thick paper towel, and two pre-soaked lima bean seeds.
5. I will ask the students to put their wet paper towel in the zip lock bag then Mrs. Parks and I will walk around to make their staple shelves for the students to place their lima bean seeds. The students will then be asked to place their lima bean seeds on the staples inside the bag and seal their bag shut.
6. I will walk around and ask the students to take a look at their planted lima bean seeds and make predictions about what their seeds look like today for the beginning of the experiment and what they expect to see tomorrow.
7. CLOSURE - I will ask a handful of students to share their predictions for if there will be seed growth in the morning. Transition:
I will collect each child's labeled lima bean bag and hang them on the clothes line along the window. I will ask each child to leave their science notebook on their desk for collection as they get their stuff ready for lunch. Materials:
- Materials and resources: 21 science notebooks 50 lima bean seeds (pre-soaked) 1 roll of paper towels 21 plastic zip-lock bags Stapler Sharpie
Differentiated Instruction:I will assist the few students in the classroom that have attention disorders during the seed planting process as well as make sure they are focused on devising a claim and making predictions about their seed growth. I will allow them an opportunity to feel included in the activity but with structured guidance to ensure they are learning the objectives of the lesson.
Jessica Card: Sec. 1
2nd grade - Agriculture Unit "Where does my food come from?"
Explain and Elaborate Lesson
Lesson #:
3 Grade/Level: 2 Subject(s): Science Date to be Taught:
Friday, March 26, 2010 SECTION ONE: Identifying all standards and objectives
Objectives:
SWBAT examine their lima bean plants for seed growth and modify claims beside on evidence of growth.
SWBAT understand the connection between lima bean seed growth and overall food production process with emphasis on the importance of agriculture in today's society. Standards: PA- Pennsylvania Academic Standards • Subject : Environment and Ecology • Area 4.4.: Agriculture and Society • Grade 4.4.4: Grade 4 Standard A.: Know the importance of agriculture to humans.•Identify people’s basic needs•Explain the influence of agriculture on food, clothing, shelter and culture from one area to another.•Know how people depend on agriculture. Standard B.: Identify the role of the sciences in Pennsylvania agriculture.• Identify common animals found on Pennsylvania farms.• Identify common plants found on Pennsylvania farms.• Identify the parts of important agricultural related plants (i.e., corn, soybeans, barley).• Identify a fiber product from Pennsylvania farms. Standard C.: Know that food and fiber originate from plants and animals.•Define and identify food and fiber.•Identify what plants and animals need to grow.•Identify agricultural products that are local and regional.•Identify an agricultural product based on its origin.•Describe several products and tell their origins.•Describe the journey of a local agricultural product from production to the consumer. Standard D.: Identify technology and energy associated with agriculture.•Identify the various tools and machinery necessary for farming.•Identify the types of energy used in producing food and fiber.•Identify tools and machinery used in the production of agricultural products. SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson
Pre-assessment::
I will look at each child's science notebook prior to this lesson to gather if the students are understanding the seed growth process and taking appropriate records between Tuesday - Friday of their lima bean plants. Formative Assessment:
I will listen to the students' responses and supports of their evidence from their lima bean plants to explain and elaborate on their claim of seed growth or no seed growth from the beginning of the week to the end.
I will walk around while each group is discussing their results and evidence to ensure they are on-task and devising appropriate responses to their predictions. Summative assessment:
I will collect their science notebooks with all of their evidences, predictions and claims to show they understand seed growth and the food production process of how the seed turns into something we can eat.
I will take responses from the closing discussion about agriculture and where your food comes from as a firm understanding of the entire food production process and its importance in today's society. SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out
Time Frame:
30-40 minutes Lesson Details:
1. HOOK - I will ask students if they are ready to see how their lima bean plants turned out for the final day of growth and tell them they may even get to try some fruits and vegetables at the end!
2. Students will get their lima bean plants from the window and get separated into their groups that were in for the engage activity.
3. Each child will record their evidence of growth for the final time and discuss in their groups if the growth/evidence supports or contradicts their predictions/claims about overall seed growth from the beginning of the week.
4. Each group will select one representative to stand up and show the class their lima bean seeds, with either growth or no growth, and explain how it supports or contradicts their original claim. I will ask them to make a final statement about whether they feel this will turn into something they could eat as a way to elaborate on the topic of the unit.
5. Once each group has shared their support and claims, I will read aloud the book, A Farmer is a Friend, which connects planting the lima bean seeds to the overall concept of agriculture and its importance to where our food comes from.
6. I will follow up at the end of the read aloud with discussion questions. "Does this book explain how important agriculture is?" "Do we feel that as a class we understand the process from seed to tummy?" "Could we survive without agriculture?"
7. CLOSURE - I will ask the children to either give me a thumbs up or thumbs down in response to these closing thoughts. "Do we need agriculture?" "Do all things come that we eat come from a type of farm?" "Did we see how our lima bean seeds will some day turn into a food we can eat?" "DO YOU WANT TO TRY SOME FRUITS AND VEGETABLES THAT CAME FROM A FARM!?!" Transition:
I will pass out plates and food to students as they clean up their desks, turning in their science note books and putting their lima bean plants in their bookbags to take home. Materials:
- Materials and resources: Science notebooks Lima Bean Plant Bags Book - A Farmer is a Friend by Joan Wade Cole Cut up fruit and vegetable tray Paper plates Napkins
Differentiated Instruction:I will make sure to allow the students with attention disorders to get an opportunity to participate in the discussion to keep them on task and following along with the objectives of the lesson. These students sit near the front of the class so proximity control helps to keep them quiet and in their seats. I will use warnings for disruptions.